DOCUMENT RESUME

ED 093 078 BA 006 277

AUTHOR Williams, James L.TITLE Administrative Reorganization and Major

Responsibilities of Management Services of theDistrict of Columbia Public Schools, Part 1:Reorganization of Management Services.

INSTITUTION District of Columbia Board of Education, Washington,D.C.

PUB DATE May 74NOTE 182p.

VAS PRICE MF-S0.75 HC -$9.00 PLUS POSTAGEDESCRIPTORS *Administrative Organization: *recision Making;

Educational Planning; *Management; ManagementInforaation Systems; Management Systems;Organization; *Organizational Change; Public Schools;*Systems Approach

IDENTIFIERS *District of Columbia

ABSTRACTDuring the past several years a number of studies and

subsequent reports have been issued which addressed specific needs inthe area of management for schools in the .District of Columbia. Allof the reports cited here--the Passov, Nelsen Committee,Price-Waterhouse, and Management Review Reports--identified areas ofdeficiency £n the managerial operation of the school system and madesweeping recommendations for reorganization. The reorganizationstructure presented as part of this package defines the basicorganizational structures needed in each area from which servicesemanate. Implementation is meant to cut red tape and reduce reactiontime, ptovide service where none presently exists, eliminate manualoperations that can be automated, and anticipate system growth byproviding pertinent data bases and bases for decisionaaking. (KM)

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REORGANIZATION OP MANAGEMENT SERVICES

SUBMITTED TO

THE BOARD OF EDUCATIONPUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA

PPAPARED BY

James L. WilliamsDeputy Superintendent

May 1974

Barbara A. SizemoreSuperintendent

BOARD OF EDUCATION

District of Columbia Public Schools

Marion Barry, Jr., President

Mrs. Virginia Morris, Vice President

Thera an E. Evans

Julius W. Hobson, Jr.

Raymond B. Kemp

Mrs. Hilda Howland M. Mason

Albert A. Rosenfield

Mrs. Barbara Lett-Simmons

Mrs. Martha S. Swaim

Mrs. Mattis G. Taylor

William W. Treanor

INTRODUCTION

TABLE OF CONTENTS

PART/

THE REPORTS 3

Passow and Executive Study Group Report 4

Nelsen Report 5

Kanagement Review Report 16

Price-Waterhouse Report 23

PART II

STUD? RESULTS 27

GOALS OF REORGANIZATION

PART III

PART IV

29

PROPOSED REORGANIZATION 34

Office of the Deputy Superintendent 36

Division of Data Processing 6 Systems Design 47(Division of Automated Information Sy-ems)

Divisions of Finance and Budget 54

Division of Buildings and Grounds 58Division of Employer-Employee Relations 60Division of Federal Programs 65Division of Logistical Support 71

Division of Personnel 76

Division of Pinancisl Planning and Budget Preparation 89

Division of Control 94Division of State Administration 101Division of Security and Safety , 105Bureau of Labor Relations 113Division of Operation Services 117Bureau of Office Services 124

Division of Facilities Planning 127

THE FACILITIES PLANNING PROCESS

PART V

PART VI

134

I.KPLEMENTATION- CONCLUSION 139

i

TABLE OF ORGANIZATIONAL CHARTS

1. Organisation Chart - District of Columbia Public Schools 43

II. Office of Management Services 1973 44

Office of Management Services - Revised 45

Office of the Deputy Superintendent 46

III. Division of Automated Information Systems 52

IV. Division of Date Processing and Systems Design 33

V. Division of Budget 56

VI. Division of Finance 57

VII. Division of Buildings and Grounds 59

VIII. Division of Employer-Employee Relations 64

IX. Division of Federal Proarams 67

X. Division of Logistical Support 72

Xl. Division of Personnel - 1973 81

X1I. Division of Personnel Revised 88

XIII. Division Financial Planning and Budget Preparation 93

X1V. Division of Control 100

XV. Division of State Administration 104

XVI. Division of Security - 1973 111

XVI-A. Division of Security and Safety 112

XVII. Bureau of Labor Relations 116

XVIII. Division of Operation Services 123

X1X. Bureau of Office Services 126

XX. Division of Facilities Planning 133

XX1. The Facilities Planning Process 138

ii

1VTRODUCTION

The District of Columbia Public Schools is a $200,000,000

enterprise operated with funding provided for a base budget

through District of Columbia levied taxes, Congressional appro-

priations and funds provided from sundry federal grants.

During the past several years a number of studies and

subsequent reports have been issued which addressed specific

needs in the area of management.

All of the reports identified areas of deficiency in the

managerial operation of the school system and made sweeping

recommendations for reorganization of the managerial processes in

order to provide efficiency of operation, reliable fiscal data,

effective financial control and needed support operations for the

effective operation of the instructional prc_:sm, the school

system in general, and a basis for decision making.

In the Superintendent's 120-Day Report, it was indicated

that the Deputy Superintendent of Mansgement Services had under-

taken a comprehensive review of the existing management

organization with a view to realigning the limited resources

presently svailsble in order to move toward implementing some

of the stated gosls.

This report is to fulfill that obligation.

PART I

STUDIES AND REPORTSFOR

PROPOSED MANAGERIAL IMPROVEMENTS

2

THE REPORTS

The District of Columbia Public Schools have been studied

over the years with the area of management being given signifi-

cant attention in the Passow Report, issued in 1967; The

Executive Study Group Report, issued in 1969; the Nelsen

Commission Report, issued in 1971; the Management Review Report,

issued in 1971; and the Price-Waterhouse Report, issued in 1972.

3

THE PASSOW AND EXECUTIVE STUDY GROUP REPORTS

The Paaaow Study waa conducted at the invitation of the

Superintendent of Schools and the Board of Education which

called for a comprehenaive study of the Public Schools of the

District of Columbia by the Teachers College, Columbia Univer-

sity of New York.

The study began in the school year 1965-66 and the Passow

Report was issued in May, 1966. The report contained many

recommendations -- major and minor, short and long range -- to

bring about change throughout the system.

Ito recommendations included updating personnel procedures,

improvement in teacher recruitment, selecti6n and retention,

separation of certification from employment, reorganisation of

the central office, and the position of Executive Deputy Superin-

tendent of Schools as the Superintendent's chief staff officer

with a span of control that would permit effectivd management.

The Executive Study Group Report waa issued in 1969 as a

follow-up to the Pasaow Report. This report reviewed the recom-

mendation of the Passow Report and re-stressed the needs for

implementation of the recommendations of the Passow Report.

The Executive Study Group existed as a result of the struc-

ture created by the Board of Education to involve both the

professional and general communities in the evaluation of the

proposala made in the Columbia University (Passow) Reports.

4

THE NELSEN REPORT

The report was commissioned by the United States Congress

in September, 1970 to review the operation of the entire

District of Columbia Government. The report was sweeping in its

examination of the City government and all of its departments

and related agencies.

The report issued in August, 1972 gave wide - ranging recom-

mendations for the organisational and operational structure of

the City Government as well as far-reaching recommendations for

the District of Columbia Public Schools. Within the body of

recommendations for the Public Schools, recommendations were

given for the improvement ok the management functions of the

school system.

The recommendations which related specifically to the area

of management are:

. A position of Deputy Superintendent for Business

Management be eatabliahed, with status equal to

that of the Deputy Superintendent for Instruction,

to administer all peremmel, financial, business

management, administrative services, general

support, and internal security activities.

5

. A position of Comptroller be established under

the Deputy Superintendent for Business Manage-

ment to provide: (1) effective control over

all appropriated and Federal grant-in-aid funds,

(2) improved coordination and integration of

the budget, accounting, and management analysis

functions, and (3) automatic data processing

services for the entire school system.

. Zeta/3110h the Office of Federal Programs, with

responsibility limited to interfacing between the

administration Lnd the U. S. Office of !ducation

and other Federal agencies.

. Establish the Office of Audit and Investigations,

with responsibility for investigating and reporting

on a regular basis en the fiscal integrity of the

operations of the public schools organization and

its compliance with statutory and regulatory require-

ments, and on all allegations of misconduct on the

part of employees.

. The Board of Education and the Superintendent of

Schools revise the activity structure of the schools'

budget to reflect the resources invested in each

teaching activity, thus making the budget a more

6

valuable tool for planning the U40 of resource°

and measuring the results achieved.

. The Superintendent of Schools, with the concurrence

of the Board of Education, develop and follow a

timetable for the preparation of the Fiscal Year

1974 budget that will permit more meaningful

participation and deliberation in the budget

formulation process by the Board of Education and

the other parties concerned, and will meet the

Mayor - Commissioner's deadlines for the submission

of budget requests.

. Design and install a.management information system

that will store and provide, upon demand, data

needed for: (1) the planning, execution and

assessment of programs, and (2) the preparation

of replies to inquiries regarding the status of

pupils, staff, programs and other important school

operations.

. If the Board of Education proceeds with its

intention of more extensively involving local

schools and their communities in the budget develop-

ment process, it will do so contingent upon any

7

additional costs resulting from this approach

being absorbed within existing budget levels

and its ability to administer the new system

effectively.

. The Superintendent provide for a comprehensive

examination of all operations covered by the

base budget of the school system to (1) examine

the need for each position, filled and vacant;

(2) determine how available resources could be

better deployed or utilized to achieve improved

education for the District's school children; and

(3) make findings and recommendations, as appro-

priate, for revisions in staffing.

. The schools'administration develop and institute

at the earliest possible date an effective position

control system that can be maintained on a continuing

basis at a minimum cost and will afford the Superin-

tendent and the Board of Education the opportunity to:

(1) know where positions are assigned and period-

ically to review positions, authorized and vacant; and

(2) make judgments as to the most effective potential

use of available authorized positions.

8

. The Board of Education establish a separate

office with sole responsibility for handling

all teacher certification and the accreditation

of educational institutions, and that the

Superintendent of Schools assign responsibility

for determining the eligibility of certified

applicants to the Personnel Department with

appropriate assistance from principals and

subject-matter specialists.

. That the Superintendent of Schools transfer the

Staff Development Office in the Office of the

Deputy Superintendent.to a newly established

staff development and training unit in the

Schools' Personnel Department which will have

responsibility for training functions currently

handled by the Recruitment Section.

. That the Superintendent of Schools establish a

separate employment office within the Schools'

Personnel Department to coordinate and control the

hiring of all employees, and that new office space

with ready public eccess be provided it.

9

. That the Associate Superintendent for Personnel

Services develop by December 31, 1972, a

detailed action plan for centralizing the prepare

tion of all personnel actions, and forward the

plan to the Superintendent of Schools for efproval.

. That the Associate Superintendent for Personnel

Services, with assistance and advice from the

Associate Superintendent for Business Management,

secure suitable office space to provide for the

consolidation of all employee hiring activities.

. That the Board of Education establish an Office

of Safety Management in the Personnel Department,

and that this office establish and administer a

safety management program compatible with the

program administered by the Central Personnel

Office and set forth in the District Personnel

Manual.

. That the board of Education and the Superintendent

of Schools, in conjunction with cheDistrict

Personnel Office and Corporation Counsel, develop

and submit to Congress an appropriate amendment to

the Teachers' Salary Act to provide within-grade

10

1

salary increases or other appropriate incentives

for teachers and school officers performing at

an outstanding level based on validated performance

measures.

That the'Superintendent of Schools direct the

Associate Superintendent of Schools to develop a

performance information system for all teachers

for implementation, on a trial basis in the 1972-73

school year; and on the basis of preliminary

results, as well as advice and comments from

appropriate school officials and teacher representa-

tives, to implement a compreheasive performance

information system for the 1973-74 academic year

. That the Board of Education, with assistance from

the District Personnel Office and the Corporation

Counsel, submit to Congtess proposed legislation

which will more strictly define the managerial and

administrative positions to be included in the

Teachers' Salary Act, with the objective of eliminating

positions not directly involved in the educational

process from the Teachers' Salary Act and allowing

pre-professional teaching employees to be paid under

the Teachers' Salary Act.

11

. That the Board of Education and the Superin-

tendent of Schools revise the procedures for

the selection of school principals so as to

replace the representative from the Board of

Education with the Associate Superintendent

of Personnel on the selection panel.

. That the Board of Education and the Superin-

tendent of Schools develop and approve new

procedures for the selection of assistant

principals, to provide for community input in

establishing eligible lists and to give a

school principal authority to recommend his or

her preference for the position to the

Superintendent of Schools.

. That the Superintendent of Schools establish

selection panels comprised of school principals

to evaluate all prospective teachers, and that

the panels be required to establish ranked

eligible lists to govern all appointments of

new teachers.

12

That the Board of Education, with appropriate

assistance from the pay and classification

specialists in the Central Personnel Office,

submit to the Congress revisions in the

Teachers' Salary Act that will eliminate specific

positions from classification under the ket and

will seek materially to reduce the number of

salary classes 3 through 14. (D. C. Code,

Sec. 31-1501).

. That the Superintendent of Schools direct the

Associate Superintendent for Personnel Services

to develop a proposed executive development

program with the objective of identifying the

executive potential of current employees, including

those already in executive positions, and on the

basis of identified needs, to develop appropriate

training opportunities.

. That the Superintendent of Schools direct the

Associate Superintendent for Personnel Services to

develop a performance information system for school

principals and assistant principals for full

implementation during the 1973-74 school year.

13

that the Board of Education, using as its

basis the performance information system for

school principals and assistant principals to

be developed by the Associate Superintendent

for Personnel Services, establish policies and

procedures to eliminate tenure in all administra-

tive positions but allow administrative employees

to retain tenure in teaching positions.

. That the Associate Superintendent for Personnel

Services develop, by December 31, 1972, an out-

line of an orientation course for all new

employees and submit a detailed training schedule

for the orientation to the Superintendent of

Schools for approval.

. That the Associate Superintendent for Personnel

Services develop, by December 31, 1972, an

outline of an orientation course for all new

employees and submit a detailed training

schedule for the orientation to the Superintendent

of Schools for approval.

14

. That the Asuociate Superintendent for Personnel

Services issue rules and regulations requiring

all program managers and school principals to

document future administrative, professional

and clerical manpower needs one, three, and five

years in advance.

15

THE MANAGEMENT REVIEW REPORT

The Management Review Report was issued in 1971. The Report

waa cooperatively arranged and conducted by the U. S. Office of

Education and the District of Columbia Public Schools. The primary

purpose of the management review was to assist the District of

Columbia Public Schools in strengthening the management of federally

supported programs.

The following recommendations were given for the improvement

of the management of federally supported programs:

. That a mechanism be developed by the Department

of Federal Programs that will insure the coor

dination of such related programs as ESEA,

Titles I, II, III, VI, and NDEA, Title III, so

that they become mutually supportive, economizing

on resources and eliminating duplication.

. That an evaluation plan for all Federal Programs

be implemented on a regular basis, so that

projects under Federal Programs can be directed

to meet assessed needs.

. That a Management Data Book be developed and

published monthly for the Superintendent and Staff.

16

. An inventory of all objecti ) data currently

collected be prepared and analyzed on a

regular basis to determine their decision-

making value and weaknesses or inadequacies in

the system in order to take appropriate

strengthening action. A central forma control

unit should be established to develop procedures

for coordinating and mnnitoring all data ,colle,:ting

efforts for the department.

. The departments' information system incorporate

all existing sub-systems, both automated and manual,

into an integrated system that meets multiple

information needs from a common data bank.

. A general summarized listing be prepared of all data

presently being collected and disseminated throughout

the entire department.

. The agency consider consolidating under the Division

of Personnel Services all personnel functions dealing

with the central administration staff.

. Where feasible, that employees in other divisions

currently performing personnel tasks; and thereby

having acquired specialized skills in some aspect of

personnel work, be transferred to the Division of

17

Personnel, Services where their strengths can be

fully utilized.

The agency review the recent compilation of all

personnel policies to determine which policies

ara adequate and which ones are obsolete. Current

policies and procedures should be improved where

appropriate and new policies should be developed

in areas where policy statements are lacking.

The agency develop a formalized procedure for

making staffing projections. Planning for future

personnel needs should become a part of the agency's

total planning prociss.

. The agency move as rapidly as it can in automating

personnel records. The study made by the System

Development Corporation might be evaluated, updated,

and if desirable* implemented.

. The rules and responsibilities of all central

administration staff members be reviewed. An agency-

wide job classification survey should be undertaken

to insure proper classification of all jobs related

to central administration.

18

. A study be made of salaries paid non-professional

employeea in the agency as compared to salaries

paid employees in similar positions in private

industry and other governmental jurisdictions.

. Written policies be developed to strengthen

communications between supervisors and employees

and Among departments.

. That the responsibility for budget formulation,

fund allocation, accounting for and controlling be

assigned to one division, along with position

control and payroll.

. That when Federal Program projects are initiated,

fiscal, personnel and procurement staff should be

involved, and should continue to be involved in

appropriate stages of project review, monitoring

and reporting. Sufficient administrative staff should

be employed to handle the workload imposed by Federal

programs. The Federal Program Officer should restudy

the positions related to Federal programs and make

determinations concerning needed changes, in both

administrative and program positions.

19

That a fireproof vault bb constructed or

purchased for storing computer reels and tapes.

A duplicate set of files and records should be

maintained at an alternate location in case of

fire or other disaster.

That a Depattment of Teacher Education Certification

and School Accreditation, structured with one

section for each of these areas, be established.

. That the agency develop policy statements on

recruitment.

That the agency develop policy statements and

related guidelines for equal employment oppor-

tunities of central adminiatration personnel.

That the agency continue the awards program for

non-professional employees and extend it to include

professional and Wage Board personnel.

That an agency-wide orientation program be

developed for all new employees on the central

adminiatration staff.

. That the agency continue to work closely with the

U. S. Civil Service Commiasion in an effort to

20

develop more effective performance-based evaluation

instruments for use with personnel in General

Service positions. It is further recommended that

the agency consider establishing an on-going

evaluation program for all central administration

personnel.

That the Associate Superintendent for Personnel

Services be delegated responsibility for planning and

coordinating all staff development activities in the

agency, particularly those activities which relate

directly to the central administration staff.

That a written grievance procedure be established to

provide central administration staff members an

opportunity to appeal to a grievance committee when

difficult problems cannot be solved informally.

. That workshops be conducted for administrators and

supervisory personnel regarding the agency disciplinary

policy and procedures.

The creation of a Management Analysis and Review

Section in the Division of Budget and Executive

Management.

21

. Establish a revolving account for procurement.

Establish an automated equipment inventory

information system.

That an internal audit function be established.

22

THE PRICE-WATERHOUSE REPORT

The Price-Waterhouse Report was the result of a study

commissioned by the Board of Education for the performance of a

study of the management support systems of the District of

Columbia Public Schools.

The study which culminated in the issuance of the report

covered major recommendations for the structuring of a management

apparatus to effectively serve the needs of the District of

Caul:ibis. Public School System.

Personnel involved in the study and implementation of some

of the recommendations were experts in the business arena and

were drawn, on loan, from industrial, management, accounting and

consulting firms of the greater Washington area.

The study proceeded under the sponsorship of the Washington

Board of Trade, resulting in the following recommendations:

. Establish a Deputy Superintendent for Menage-

went Services

. Implement an automated control system

. Establish a financial reporting unit, upgrade

financial planning and control, and reorganize

the business-related departments

23

. Revise accounting codes which identify schools,

allotments and activities

. Modify personnel and related object codes

. Develop coding policies and procedures

. Establish source document control and control

procedures

. Establish a Reconciliation Process in the Finance

Department

. Modify procedures and forms fov reporting teemher

absences and substitute teacher service

. Centralize preparation and modify procedures for

processing personnel action forms

. Develop a cost reduction project to find possible

alternatives for reducing costs

. Develop program charts of account and procedurcm

for budget preparation in programmatic classification

. Coordinate the development and revision of the Fund

Management System with the upgrading of the fiscal

accounting system

24

. Review warehouse and distribution operations.

Develop alternatives for improvements, including

applicable resource requirements

Develop standardised supplies and equipment

numbering syttem and develop procedures and

guidelines for implementation

Standardize and automate special report requirements

. Develop an automated financial plan reporting

capability

Develop and implement computer scheduling and

utilization procedures

Prepare course material for monthly orientation

course for new employees

. improve business operations and management effective

Hess

. Establish and enforce schedules for ordinary

supplies and equipment

. Implement Inventory Supply and Equipment Management

System

25

. Develop a long-range Computer Systems Develop-

ment Plan

. improve the Automated Editing Process in the

Fiscal Accounting System

Reduce the amount of redundant recording and

review processing of source documents

. Develop an accounting procedure manual for the

Finance Department

Re-design and consolidate Personnel and Payroll-

related forms

26

PART II

STUDY RESULTS

27

ores

STUDY RESULTS

Among the chenges set in motion es e result of the studies

The Office of the Deputy Superintendent of Maness-

anent has been established.

The Divisions of Automated Information Systems,

Budget, Buildings and Grounds, Employee-Employer

Relations, Finance, Federal Programs, Logistical

Support and Personnel where the staff reports

directly to the Deputy Superintendent for

Management, have been established.

A program budget structure hes been developed to

reflect subject areas of instruction.

A tentative personnel control system thet will

provide total personnel accounting has been designed

and is partially operational,

Computerization of the base budget and automation

of an allotment system have become operational,

melting available financial accounting data in the

area of obligations and disbursements, payroll and

statue of appropriations.

28

PART III

GOALS OF REORGANIZATION

29

GOALS OF REORGANIZATION

The goals of the Office of Management can be stated as

follows:

. Recruitment of personnel with specific

expertise for business management

. Expansion of the Office of the Deputy Superin-

tendent for Management to provide support

staff for operational analysis, divisional

coordination and managerial planning

. Reorganization of the Division of Personnel to

provide the division with the capability to

R8SUMO system-wide personnel responsibilities

. Complete automation of the personnel accounting

system to provide complete data for all classifica-

tion of personnel relative to positions filled,

vAcancies, expenditures per position and position

assignments, as well as position control

Re-alignment of the responsibilities of the

Divisions of Budget and Finance so'that fell

coordination exists for the delivery of financial

reports, between budget and allotment aspects for

all sources of funding within the system

30

. Development of the capability to provide fiscal

data for all sources of funding within the school

system

. Increasing the computer capacity for providing

automated data or data-related facilities for

instructional uses

. Development of an internal audit capability to

monitor operation practices for non-appropriated

funds, attendance reporting, and overall management

practices

. Development of standard operating procedures for

all management functions for the various management

divisions and school units

. Developing the capability to provide management

services to all divisions, thus eliminating the sub-

management units operational outside the Office of

Kanagement Services

. Develop the capability within the Division of Budget

to effectively manage and budget all funds regardless

of the source of funding

31

. Reorganize the Division of Buildings and Grounds

to effectively provide for the needs of maintenance,

not only in the area of buildings but in the area

of equipment repairs as well

. Establish the capability for long-range planning in

the area of Capital Outlay

. Improve the system of the Division of Logistical

Support services to provide a more responsive delivery

and warehousing system

. Automation of purchasing processes for recurring

purchases, order-writing and establishment of a

perpetual inventory

. Reorganization of Federal Programs to provide for

coordinated management of grant awards under one

auspices

. Creation of an office service unit to provide

for system-wide clerical, space management and record-

retention needs, including the development of a

micro-film capability

32

In spite of the activities that have been put into place se

a result of the various etudies, the level of management remains

at a minimum acceptable level.

In many areae, the improvements can be considered to be

eignificant; however, the efficiency of the management component

of the school syetem is directly related to the allocation of

reeourcee needed to provide the eervicee and eupport a dynamic

and expanding educational program.

Full implementation of the recommendatioae made in the Paeeow,

Nelsen, Management Review and Price-Waterhouee etudiee have been

conetrained by budgetary consideratione, etaff deficienciee,

delays in filling key positions, and coordination and development

of neceeasry working relationshipe with District Government

agencies.

33

PART IV

PROPOSED REORGANIZATION

34

PROPOSED REORGANIZATION

A comprehensive review of the needs of the District of

Columbia Public Schools for adequate management support for an

expanding educational program has resulted in a determination

that the organizational structure outlined in the pages to

follow must become operational in order to properly meet the

needs of the system, improve the required support services, and

to meet the challenge of the recommendations from the Passow,

Nelsen, Management Review and Price-Waterhouse Reports.

35

OFFICE OF THE

DEPUTY SUPERINTENDENT FOR MANAGEMENT

36

OFFICE OF THE DEPUTY SUPERINTENDENT FOR MANAGEMENT

The reports snd studies of the District of Columbia Public

Schools called for, in varying terminology, the establishment of

the Office of the Deputy Superintendent for Executive Management;

Deputy Superintendent for Management Services; Deputy Superintendent

for Business Administration, etc,

The Office of.the Deputy Superintendent for Management, having

been created, has never been properly identified within the overall

operation of the system, and has to a great extent been the basis

for a continuing dichotomizing of the school system and personnel

into camps of Educational Line vs. Management Line. This dichot-

omy has been intensified by differences in salary schedules for

Teacher Salary Act Staff and General Schedule Staff.

To properly serve the system, it is necessary to eradicate

the concept of dual and unequal lines of responsibility. The over-

all needs of the system must be identified as needs to be addressed

to by all segments of the managerial staff, be they direct

educational functions or business management functions.

The overall needs of the educational process are served and

sustained by the support services of a management group. The type

and quality of service rendered directly impacts on the resultt.

achieved in the classroom.

37

In keeping with this line of thinking, the reorganization

of management services which follow are designed to put in place

the organizational structure which will best serve the system

as a whole. The physical reorganization in and of itself will

not achieve this end. Only upon full implementation of the

reorganization and the dispersion of the attitudinal concepts of

separation of "lines" will overall success be achieved.

In order to bring about the efficiency necessary, the respon-

sibilities of the Deputy Superintendent are:

. Overall administrative responsibility for the

supervision and operation of the divisions

and bureaus assigned to the Office of the

Deputy Superintendent for Management

. To assist the Superintendent in implementing

all phases of the operation of the school

system

. In the name of the Superintendent, carries out

all of those functions and responsibilities as

assigned which are normally handled by the

Superintendent

38

. Works cooperatively with the Deputy Superin-

tendent for Instructional Services to

coordinate the services for greater impact upon

the regions of the school system

Works ultimately with designated committees of

the Board of Education as the Superintendent's

representative

. Provided immediate information and staff

assistance to the Superintendent on all school

matters

Assists the Superintendent in the development of

plans and guidelines for the operation of the

District of Columbia Public Schools

. Directs staff activities and provides supervision

and guidance to Divisional Assistant Superintendents

Reviews plans for facilities with Regional

Superintendents and proposes appropriate modifi-

cations

. Approves plans for attendance units and school

facilities to be submitted to the Superintendent

39

. Participates in developing operating and capital

budgets, provides for consolidation of budgets

submitted by division heads and regional Superin-

tendents, and works with subordinates to reconcile

budget demands in excess of available funds

. Recommends to the Superintendent the appointment,

transfer, and reassignment of personnel reporting to

the Deputy Superintendent

Provides for teacher assignments to the schools

Establishes administrative controls over system

expenditures

. Provides input from operating staff in negotiations

with employee groups

. Provides personnel security for students and staff

of the school system

. implaments Board of Education policy in all assigned

areas

. Develops and recommends organizational modifications

as needed

40

. Evaluates the effectiveness of field and staff

groups reporting to the Deputy Superintendent

Evaluates and approves applications for non-

resident students

. Meets regularly with the Superintendent and

Deputy Superintendent for Instruction to coordinate

the implementation of educational programs

. Provides written reports to the Superintendent

that will be of value to her and to the Board of

Education

Meets with staff members and administrators;

additionally, issues written directives when

necessary

. Meets with field administrators and department heads

where appropriate to review budget items and programs

in the District of Columbia Public Schools

. Meets with members If staff individually or in

small groups, when needed

. Issues written directives when necessary

41

. Reviews with division heads steps being taken

to implement Board of Education policies and

programs

. Provides guidance to division heads on operating

staff

. Visits schools periodically for on-site meetings

with Principals and Regional Superintendents

. Maintains close relationships with heads of

divisions on the planning staff

. Appoints and mets with committees of field and

and central office staff assigned to work on

special projects for the school system

. Maintains liaison with City agencies and community

organizations in relation to the day-to-day

operation of the school system

. Maintains liaison with heads of government, private

agencies, and other school districts in relation

to day-to-day operation of the school system

42

rPof

eaosour ismIcit010701

ORGANIZATION CHARTPUOLIC SCHOOLS

OM% COIRMA vinculum

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43

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EXHIBIT I

M00% OrfaCiffICAL .41.0117

OCOrrfOR

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I

L . IAZUSIONS OadOCIOB

ORGANIZATIONas of

DECEMBER, 1973

OFFICE OF MANAGEMMIT SERVICES EXHIBIT II

Superintendent

Deputy SuperintendentOffice of Management

TF

Division of Division of Division of Division of Division of Division of Division of Division ofFederal Logistical Budget Finance Buildings Automated Personnel Employer-

Programs Support and Grounds Information EmployeeServices Relatives

bb

REVISED ORGANIZATIONAS OF MAY. 1974

EXHIBIT 11A

OFFICE OF MANAGEKENT SERVICES

DEPUTY SUPERINTENDENT

DIVISION OFDATA PRO-CESSING ANDSYSTEMS DESIGN

DIVISION OF

SECCAITYAND SAFETY

DIVISION OF DIVISION OF DIVISION OP DIVISION OF

OPERATIW FINANCIAL FACILITIES PERSONNEL

sERVICES PLANNING AND PLANNINGBUDGET PRE-PARATION

45

4 ...G..

Div1SION OFCONTROL

REVISED ORGANIZATION AS OFFICE OF THE =Turf SUPER tamerrOF MAY, 1974

MANACEMENTANALYST

; EXECUTIVE ASSISTANI

FORADMINISTRATION

I.

NECOTIATED SERVICEICONTRACTS AND LEASES

DEPUTY SOPERINTENDE4T

46

EXHIBIT UR

LEXECUTIVE ASSISTANT

FOROPERATIONS

1

ADMINISTRATIVEASSISTANT

OFFICE SERVICES] SECRETARY-I

-1

I

[

SECRETARY

DIVISION OP AUTOMATED INFORMATION SYSTEMS

The progress of the District of Columbia Public School

system toward a goal of effective management, to a very large

extent, depends on its ability to produce data, retrieve data,

and furnish timely reports in all areas, fiscal es well as

instructional, for use by management as tools for effective

decision making.

In conjunction with these needs, the Division of Automated

Information Systems, as presently constituted, will be abolished

and the Division of Data Processing and Systems Design will be

established.

In order to provide the services, since this division is a

service-oriented division, it is necessary to provide the capability

as indicated in Exhibit IV. The new division must be upgraded,

both in terms of staff and equipment in order to meet the demands

of an expanding and viable school system.

Based on the needs of the system and the duties which must be

performed, the responsibilities of the division are:

. Provides analysis of the systems' needs

. Establishes and meets the systems and

procedures needs for all units

47

. Determines and meets data processing needs

. Determines and meets non-automated systems and

procedures needs

. Develops, programs, and installs systems as

required to meet identified needs

. Provides for efficient handling and operation

of data processing equipment

. Evaluates data processing equipment requirements

. Provides for development and dissemination of

division procedurei for systems development,

documentation, and installation

. Controls school system forms

. Conducts in-service education for users of

administrative and instruction systems

. Participates in the development of the departmental

budget

. Supervises computer-based instruction systems, such

as data processing education programs and computer-

assisted instruction

48

Disseminates procedures, rules, and regulations

Issues divisional bulletins as required

. Develops, writes, publishes, and controls all

board-wide administrative procedures

Meets on a regular basis with the central office

and regional staff as necessary

. Provides for in-service instruction by division

staff

Designs and implements systems to relieve staff

members of the taskof msnually preparing reports

Designs and implements syateme that enable the

Division of Planning, Research, and Evaluation to

produce accurate, detailed and summary reports

routinely requeated

. Provides timely, accurate, and relevant reports to

the operating divisions so that evaluation of

existing programs and procedures can be made

effectively

. Addresisa problems in the area of personnel

49

. Establishes procedures to create and maintain

permanent data files which can be used to generate

various types of special statistical reports

Converts source documents into machine-

processible forms

. Maintains the integrity of various files

. Prepares output reports from files or from source

data in accordance with the needs of the various user

divisions

. Provides student scheduling at the school level

Conducts student scheduling workshops for in-school

administrators

. Maintains a personnel position control file

. Establishes and maintains a personnel/payroll file

. Produces monthly fiscal reports

. Processes student transfers

. Processes all purchases and establish a file of

purchase orders and record of encumberances

50

. Provides for automation of inventory and

warehousing of purchases

In order to meet the responsibilities outlined above, this

division more than any other, must provide for a major acquisition

of staff.

51

ORGANIZATIONas of

DECEMBER, 2973

DIVISION OF AUTOMATED INFORMATION SYSTEMS

1

; MANAGEMENT SYSTEMS EDUCATIONAL SYS.

1 Systems Analyst,Supervisory

1 Systems Analyst7 Programmers

1 Systems Analyst

5 Programmers

ADMINISTRATION

1 Director1 Deputy Director

3:

Secretary

1

Clerk

EXHIBIT III

T

SOFTWARE SYSTEMS COMPUTER OPERAT.

1 Systems Analyst,Supervisory

I Chief of Op-eratiots

3 Shift Super-visors

5 Operators

S2

QUALITY CONTROL

I Supervisor1 Asst. Superv.4 Computer AidesI Tape Librarian

KEYPUNCH

5 Keypunch Op-erators

POSITION CONTROL

I Supervisor

4 PersonnelAssistants

ICEV ISED ORGANIZATION ASOF MAY. 1974 DIVISION OF DATA PROCESSING

AND SYSTEMS DESIGN

DEPUTY

SUPERINTENDENT

IASSISTANT SUPERINTENDENT

MOI1EIT IV

BUREAU OFADVANCED SYSTEMS

PLANNING ANDSYSTEMS DESIGN

BUREAU OF CCHFUTER-BASED EDUCATIONAL

SYSTEMS

BUREAU OFOPFMATIONALSYSTEMS ANDPIOCRAMKING

BUREAU OF DATAPROCESSINGOPERATIONS

BUREAU OFADMINISTRA-TIVE RESEARCH

OPERATIONAL

-...COMPUTER ANALYSTS

BRANCH MAINTENANCE{SYSTEMS

f BRANCH

GENERALANALYSTSBRANCH

DATA BASE AumtNt-

STRATION BRANCH

ys

SYSTEMSPROGRAMMING

RRANCR

53

DATA

PREPARATIONS

BRANCH

COMPUTER

OPERATIONS

BRANCH

fDATA CONTROL

BRANCHRESEARCHADKIN sTRA -

T ION BRANCH

ATTENDANCEArDITINGBRANCH

DIVISIONS OF FINANCE AND BUDGET

The Division of Fiaaace, as presently organized, is not

able to provide for the school system the needed financial data

for decision making.

This condition exists primarily because the linkages

necasaary between the Diviaiot of Budget and the Division of

Finance are poor or do not exist in some areas.

In addition to these factors, the Division of Finance is

structurally weak and lacks automated data from which to generate

a finished product; namely, timely and accurate fiscal data in all

expenditure areas, including the area of Federal funding.

The Division of Budget should be very closely tied to the

financial operation of the school system. In this reopect, its

relationship to the Division of Finance is an absolute.

In some instances, procedures being underteken in the Budget

Divigtion are, in fact, procedures that are dependent on the data

generated in the Finance Division and should properly be the

responsibility of that division.

Additionally, the Budget Division is in need of re-structuring

to adequately provide budgetary service to all facets and funding

sources, as well 1°4 be in a position to do long-range budgetary

planning, and movement io a PPB system for the school System.

54

For the above reasons, the Divisions of Finance and Bud'et

will be restructured and incorporated as bureaus in a Division

of Control as delineated in this report. Provisions will be

made to provide for a unit specifically for budget preparation

and long-range planning.

55

ORGANIZATIONas of

DECEMBER, 1973

irTncrf-

BUDGET DIVISION

Budget DirectorManagement AnalystSecretary

GS-15 DCGS-13 DCGS- 8 DC

opc.e '1.147.10X

Supervisory nalyst

General Fund.Budget AnalystBudget AnalystBudget AnalystBudget AnalystBudget Analyst

Grant AccountsBudget Analyst

Capital OutlayBudget Analyst

GS-43

GS-12 DCGS-12 DCGS-12 IACS -ti IA

CS -12 IA

GS-I2 IA

GS-12 IC

ALLOTMENT FORMULATION

/Moment Ce.strol Officer

Ass't Allot. Cont. Off.:ralt Allot. Cont. O.

I...S't Allot- Cont. Off.

GS-12 DC

GS- 9 IAGS- 9 IAGS- 9 IA

56

EXHIBIT V

CLERICAL SUPPORT

Administrative Officer GS-11 IA

Clerk CS- 7 IAClerk GS- 6 IAClerk CS- 5 DCClerk CS- S tAClerk 5 IAClerk CS- 4 IAClerk GS- 4 IA

ORGANIZATIONas of

DECEMBER, 1973

Systems AccountantCS -13 I. A.

DIVISION OF FINANCE

Director/ControllerGS-14 I. A.

Deputy DirectorGS-13 I. A.

SecretaryGS-5 D. C.

Exxlsrrvi

Trarsaction Processing Reporta Control Allormenr Accounting PayrollOperating Accountant Accounting Officer Operating Accountanr Supervisor

GS-11 D. C. GS-12 D. C. GS-12 I. A. GS-8 D. C.Accounting Tech. Operating Accounrant GS-11 I. A. Asst. Supv.

GS-8 D. C. GS.-12 I. A. Accounting Tech. GS-6 D. C.GS-12 I. A. GS-7 D. C.

Document Control Document Processing Si-Weekly Semi-Monthly Semi-Monthly (W. A. E.)Accounting Tech. Accounting Tech. Payroll Clerk Payroll Clerk Payroll ClerkGS7 D. C. GS-7 D. C. GS-6 D. C. GS-6 D. C. GS-6 D. C.

Voucher Examiner Voucher EXaminer Payroll Clerks(2) Payroll Clerks(3) Time & Lye. Cls.(3)CS-5 D. C. CS-6 D. C. GS-5 D. C. GS-5 D. C, GS-4 D. C.

Voucher Examiners(3) Voucher Examiners(5) Payroll Clerk Time b Lve. Cls.(2) Time & Lye. ClerkCS -5 I. A. CS -5 I. A. CS -5 I. A. GS-4 D. C. GS-3 D. C.

Voucher Examiner Time & Lye. Cls.(2) Time & Lye. Cl.CS-5 M. D. T. GS-4 D. C. GS-4 I. C.

Time & Lve. Cls.(2) Time & Lve. Cls.(2)GS-4 I. C. GS-3 D. C.

57

DIVISION OF BUILDINGS AND GROUNDS

The Division of Buildings and Grounds has, at present, vide-

range responsibilities in the areas of maintenance, custodial,

architectural building design, construction monitoring, equipment

repair, and for Capital Outlay, as well as equipment specification

evaluation.

In reviewing the operation of this division, overlap with

functions that exist in other divisions exists, especially in the

area of maintenance and repair.

In addition to overlap, the division has such wide-range

diversification cf purpose, -ht,: :fr.Ii_41 :::. :ca area of Facilities

Planning are not properly ae.ireased ar.d tdvatce planning suffers.

In order to b:1 7.g -',..-. .:-/!,ng a ;.:':per use of available

resources as well as establf.eng the capability that is needed

in the area of Facil'It1e,:' IM.-..:_lng, tb Diviefon of Buildings

and Grounds will be abolishe, w!./1 its staff and functions being

distributed to respective divisions as appropriate and as identified

in this report.

58

ORGANIZATIONas of

DECEMBER. 1973DIVISION OF BUILDINGS AND GROUNDS

1 Program Assistant for1 Community Participation1 G5-6 DC

AdministrativeGS-5 IC

Cleric

J

1 SPECIAL ASSISTANTTO THE D/RECTOR

G5-12 IC

DIRECTORG5-15 DC

SUPERVISORY ARCHITECT BRANCHCS -14 DC

ECIIBIT VII

1 Administrative Aide GS-8 DC1

1

I

Administrative Clerk GS-6 DC i

Administrative Clerk CS -5 DC 1

I

1

t Innovation Research and Design

1

Architect(educationai leave)GS-13 DC

----1 1 GS-11 DCArchitect (incumbent GS-9) GS-11 DC

i Engineer Draftsman GS- 7 DC

Planning and Information

---1

Civil Engineer (vacant) GS-13 DCGeneral Statistician GS-I1 DCAdministrative ;.lark GS- 6 DC

Project Development and ConstructionArchitect G5-13 DCArchitect GS-12 ICEngineer Technician

(PIO:GS-12) G5-11 ICEngineer Technician CS-11 DC

1

Maintenance Design and ImprovementGeneral Engineer GS-I2 DCArchitectural Technician. GS- 9 DCArchitectural Technician GS- 9 DCEngineer Draftsman GS- 7 DC

59

BUILDINGS OPERATIONS BRANCHSuperintendent of Operations CS -14 DC

Buildings 4 Grounds Manager GS-13 DC ;

Administrative Aide1 Administrative Clerka Administrative Clerk

LAdministrative ClerkClerk-Typist

G5-7 DCCS-6 DCCS-5 DCGS-5 DCG5-6 DC

i Buildings & GroundsManager (Operations) CS-11 DC

---47-Fixed Equipment Specialist GS-I1 DC

Coordinator of Supportservice GS-11 DC'--1 i

DIVISION OP EMPLOYEE-EMPLOYER RELATIONS

The basic functions of the Division of Smployae-Emplover

Relations as it is presently constructed is ss follows:

. Develop and maintain an effective employee-

employer relations program for the D. C. Public

Schools, Overall responsibility for ail empioyee-

employer relations functions as well as the

negotiations and management adviaory functions

entailed in dealing with employee organizations

. Serve as Chief Negotiator and spokesman for the

Board of Education in meetings, conferences and

bargaining sessions with organizations representing

various employee groups of the D. C. Public Schools

Serve as principal advisors to Vo Board of Education,

Superintendent of Schools and other school officers

in the area of employee-employer relations

To develop :Ale Board of Education's position on all

demands submitted by employee organizations submitted

both during negotiations and throughout the year

. Administer and interpret all Agreements that are

negotiated with employer organizations. Provide

60

advice, assistance and implementation instructions

on negotiated Agreements to school officera and

supervisors

Serve ae the Oupee.ntendent's designee at the

Superintendent's level of all formal grievance

procedures and make all arrangements for hearing

these grievances

Conduct workshops for school officers and super-

visors on negotiated Agreements and other aspects

of labor-management relations. Visit schools and

administrative officea ae required, often on an

emergency basis, to assist in settling disputes and

problems. Receive a variety of formal and informal

complaints and grievances and strive to promote

settlements that are fair to both the employee and

the employer

. Prepare and present the Board of Education's position

on all grievances going to final and binding arbitration

. Review proposala to be submitted to the Superintendent

or the Board of Education from various school

offices to insure that such proposals are not in conflict

with any negotiated Agreements or employer-employee

principala

61

. Provide advice and assistance to State Juris-

dictions and Boards of Education in employee-

employer relations

. Research of precedents, trends, practices, laws,

regulations, decisions, contractual agreements,

development of atatistics; preparation of reports,

and analyses of factual data

The administration of Employee-Employer Relations is a

defined personnel function and should be properly housed within that

division. However, the division, as presently constituted, has a

high percentage of its energies directed toward the contract negotia-

tion process with the various' unions and is acting as the Superintendent's

Hearing Officer in the final step of a grievance.

Although the relationship between negotiations of a contract

and the administration, of Employee-Employer Relations is close, it

is felt that the best possible organization structure would be for

the functions of employee relations to be absArbed into the operations

of the Division of Personnel and the Office/Position of Labor

Relations be established for the purpose of contract negotiation.

The separation of functions would leave free the principal

negotiator to concentrate in areas of contract needs and inter-

pretation.

62

The Division of Reployes.employer Relations would be

abolished and a Dureau of boloyee Relations would be established

in the Division of Personnel with the 'Wm' relations functions

and appropriate staff being transferred to that division.

63

ORGANIZATIONas of

DECEMBER, 1973

LEVEL 1

LEVEL 2

DIVISION OF EMPLOYER-EMPLOYEE RELATIONS

DEPUTY SUPERINTENDENTMANAGEMENT SERVICES

DIVISION OF EMPLOYER- EMPLOYEE RELATIONS

I DIRECTOR1 DEPUTY DIRECTOR3 LABOR - MANAGEMENT SPECIALIST

I EMPLOYEE RELATIONS ASSISTANT1 CLERK-TYPIST

TOTAL - 7 POSITIONS111.meroiremr

64

EXHIBIT VIII

DIVISION OF FEDERAL PROGRAMS

the Division of Federal Programs, as presently organized,

operates as a State Office for receipt and management of

federal grant awards.

However, as structured, it involves itself administratively

with only a small fraction of the total grants administered by

the school system.

It concentrates its efforts in the following grant areas:

. Impact Aid

. NDEA, Title III

. Assistance to Childrenin Institutions forNeglected or Delinquent

. RUA, Title I

. ESEA, Title III

. ESEA, Title IV

. ESEA, Title V

. ESEA, Title VII

. ESEA, Title VIII

. ESEA Amendments

This slanted concentration leaves outside its scope the following

grants:

. Head Start . RUA, Title II

. Fellowships for . ESEA, Title VITeachers of Handicapped

. Educations ProfessionsFollow Through Development Act

. Adult Demonstration Education . Vocational Education

. Special Education . Agriculture Act

. Adult Basic Education . ESAA

65

Since federal funda are such an enormous aource of funding,

it is felt that the responsibilities of the Division of Federal

Programs must be broadened to include all of the areaa not

presently included under ita adminiatration and at the same

inatance, move the Division under the umbrella of a larger

organizational atructure as aeveral bureaua, responsible for the

adminiatration of all the different funded programs in accordance

with the programmatic guidelinea of the funding agenciea.

The responsibilities for the Division of Federal Programs

will transfer to the newly created Division of State Adminiatration.

66

ORGANIZATION FEDERAL PROGRAMS EXHIBIT IXas of

DEMUR 1973

AdministrationAsst. Supt.

Secretary

TECHNICAL ASSISTANCE ESEA TITLE I ESEA TITLE III IMPACT AID SURVEY UNIT OTHER PROGRAMSAsst for Fed Grants Coordinator Coordinator Prog. Analyst Ed Res & PinClerk Typist Ed Res & Pin Assoc Ed Res & Pin Assoc Amin Clerk Assoc

Ed Res & Pln Assoc Ed Res & Pin Assoc Admire Clerk Ed Res 6 PinProgram Analyst Program Analyst Admin Clerk AssocProgram Analyst Secretary Amin Clerk Prog AnalAdman Clerk Clerk Typist Admix Clerk Prog AnalRes Asst Amin Clerk SecretarySec/Typci/TYP

Amin ClAmin Cl

PL 89-750Ed Res & Pin Assoc

67

ORGANIZATIONas of

DECEMBER, 1973

1

Program AnalystERPA

I

Program aManagementAnalyst

ESEA TITLE I ORGANIZATIONAL CHARTEXHIBIT IX

Assistant SuperintandentDepartment of Federal Programs

CoordinatorTitle I State Educational Agency

Program &Dissemination

Analyst

L

Program AnalystERPA

Secretary Trainee

68

1

Program AnalystFollow Through

AdministrativeClerk

r

Educational Researchand Planning Associate

TSA-10

ORGANIZATIONas of

DECEMBER, 1973

PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIADEPARTMENT OF FEDERAL PROGRAMS

ESEA, TITLE III

VacantESEA, Title III Coordinator

TSA-7

f ERPA - DisseminationTSA-10

EXHIBIT Ix

ERPA - EvaluationTSA-10

VacantSecretary

GS -5

69

I

SecretaryGS-6

Professional TraineeBudget Analyst

GS-5-7-9

ORGANIZATIONas of

DECLMBER, 1973Special Programs Unit

[Assistant Superintendent

Acting Assistantfor

Special Programs

E:011BIT IX

Program Analyst Program Analyst

70

Program Analyst

.- .

Secretary

putuou OF LOGISTICAL SUPPORT

The Division of Logistical Support presently encompasses

a diversity of operations, as indicated by the organizational

chart, exhibit X.

In some cases, the operations include items which properly

should be combined with operations in the present Divisions

of Buildings and Grounds, Finance, State Administration and

Automated Information Services. Some functions now are properly

related to the design of facilities or the administration of

functions that have local system functions and some that have

special reporting relationships with outside agencies.

In order to properly align the functions that now rest in

the Division of Logistical Support, the division will be

abolished and its sundry operations and staff transferred to other

divisions as outlined in this report.

71

ORGANIZATION

as ofDECEMBER. 1973

1 Itpreftinvi AcELam asE

It.nrr tr.t mraurSEtel$ ra - 2

51-drA. ISCOS

EGIIB/T X

MAWS ollaing CFR= 021.-10all251XIL Or:MiC ad

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FLED ENTZ

72

IDrommal Roams:mai

ORGA:71ZATION

as ofDECEMBER, 1973

DIRECTOR

PROCUREMENT BRANCH

GS-13 D.C. Procurement OfficerGS-12 D.C. Asst. Procurement Officer

GS- S D.C. Procurement Clerk

GOVERNMENT CONTRACTSGS-11 I.D. Procurement AgentGS-11 I.D. Procurement AgentGS- 7 D.C. Procurement AgentGS- 4 D.C. Procurement AgentGS- 5 MDT Procurement Clerk

IOPEN MARKET

CS-11 D.C. ProcurementGS-11 D.C. ProcurementGS-11 D.C. ProcurementGS-11 D.C. ProcurementGS-11 D.C. ProcurementCS- 7 D.C. Procurement

AgentAgentAgentAgentAgentAgent

EMIZIT *IC

TEXTBOOKSGS-11 D.C. ProcurementGS-11 D.C. ProcurementGS-11 D.C. ProcurementGS-11 1.D. ProcurementGS- 7 I.D. ProcurementCS- 7 D.C. Procurement

AgentAgentAgentAgentAsst.Asst.

NEW CONSTRUCTION

GS-12 D.C. General EquipmentEngineer

GS-11 D.C. Procurement Agent

DOCUMENT CONTROL

GS- 9 D.C. Procurement AgentCS- 5 D.C. Procurement ClerkGS- 3 I.D. Procurement ClerkGS- 4 D.C. Procurement Clerk

NEGOTIATED SERVICES CONTRACTS

GS-11 I.D. Contract SpecialistGS- 5 I.D. Contract Specialist

FEDSTRIP

GS- 9 D.C. Procurement AgentGS- 5 D.C. Procurement Clerk

1

SMALL PURCHASING

GS-11 D.C. Procurement AgentGS-11 D.C.GS- 9 MDTCS- 7 I.D.CS- 5GS- 4 D.C.

ProcurementProcurementProcurementProcurementProcurement

Agent

AgentAgentClerkClerk

73

FOOD SERVICE PURCHASING

CS- 7 D.C.GS- 5 D.C.CS- S I.A.CS- 4 I.A.CS- 4 I.A.CS- 4 X.D.GS- 4 L.A.

GS- 4 I.A.GS- 4 D.C.

Procurement Asst.Procurement Asst.Procurement Asst.Procurement ClerkProcurement ClerkProcurement ClerkProcurement ClerkProcurement ClerkProcurement Clerk

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;1;

DIVISION OF PERSONNEL

Presently, the Division of Personnel is staffed by eighty-

one persons who perform services as indicated on the organisational

chart, Exhibit XI.

As presently constituted, the Division provides minimum

services to the system due to fragmentation of the personnel

function throughout several other divisions.

In addition to the fragmentation of its responsibilities among

several divisions, it suffers from the lack of existence of the

proper formal structure, the proper distribution of its present

resources, as well as insufficient resources to carry out its

responsibilities.

In order to correct these deficiencies, the responsibilities

of the division have been defined as follows:

. Plans and coordinates the recruitment of

classified personnel

. Plans and coordinates the recruitment and

selection of qualified professional personnel

. Provides for and supervises the maintenance of

classified and professional employee personnel

records

76

. Provides an active program of teacher recruitment

. Coordinates practice teaching in the ethoola

Maintains a salary administration program, develops

and recommends salary schedules, and advisee

administm vs on salary matters

. Interprets personnel policies to all employees of

the school system

. Supervises the administration of the grievance

procedure for all employees

. Assists the staff committee in collective bargaining

negotiations

Evaluates the effectiveness of personnel policies

and procedures

. Implements all Board of Education policies related

to personnel functions

. Serves as the custodian of all Board, of Education

personnel records

. Participates in the development of the divisional

budget

77

. Transmits procedures, rules, and other appropriate

information to central office and field units

. Provides representatives on committees established

by other divisions or offices

. Prepares or assists in the preparation of board

reports

. Prepares personnel bulletins for weekly dissemination

. Provides printed materials about personnel matters to

colleges, universities, and other interested

individuals or groups

. Conducts city- and regional-wide inservice sessions

. Assists field administrators through individual

conferences, written communications and meetings

held in the field

. Prepares follow-up correspondence recapitulating the

results of conferences

. Provides liaison between divisions and non-board

agencies 8110 as the Civil Service Commission, the

D. C. Department of Personnel and the several

union organizations

78

. Maus with Board of Examiners on personnel needs

and staffing

. To develop and maintain an effective employee

relations program for the District of Columbia

Public Schools. Overall responsibility for all

employee relations functions as well as the

negotiations and management advisory functions

entailed in dealing with employee orgeniemions

. Provides personnel services relating to the

employment and assignment of substitute teachers

. Reviews and processes requests for leaves of

absence

. Provides assistance to personnel planning

retirement

. Coordinates staff services, including counseling

. Interprets policies and procedures for eas

classified staff

. Serves as the official contact between the

District of Columbia Public Schools and the

Civil Service Commission

79

Provide for classification of classified

personnel

Plans and implements the recruitment of

personnel and cooperates with Regional

Superintendents end the Staff Development

Office in their training

Provides administrative services to the regions

. Maintains eligibility lists for positions

To carry out the responsibilities delineated above, the re-

organized division will be structured as shown in Exhibit XI.

Essentially, the reorganized Division of Personnel will

centralize all personnel functions now performed throughout the

school system. Personnel operating in the divisions of the school

system who perform personnel functions will be transferred and

absorbed in the reorganized Personnel Division. Personnel presently

responsible for the handling of employee grievances will be trans-

ferred under the Assistant Superintendent, Division of Personnel,

thus separating the lower echelon grievance handling from the Labor

Negotiations functions.

The functions of certification for professional employees

will be transferred from the division and transferred to the new

1

Division of State Administration.

80

ORGANIZATIONas of

reclaim, 1973

DIVISION OF PERSONNEL

DIRECTOR

EXHIBIT XI

PERSONNEL SAFETY BOARD ADMINISTRATIVESUPPORT MANAGEMENT OF SERVICESBRANCH BRANCH EXAMINERS BRANCH

81

ORGANIZATIONas of

DECEMBER, 1973

Employee TrainingAsst. Chief

Examiner 'SSA -8

DIVISION OF PERSONNEL

DirectorGS-15 RB

PersonnelAssistantGS-7 RB

AssistantDirectorGS-14 RB

EGIIBIT XI

Secretary(Typing)

GS-6 RB

82

Personnel Clk.

(Typing)GS-5 RB

ORGANIZATIONas of

DZCF24111.R, 1973

NAWASIBISM

Cktst ReaslaetISA-) RS.

/*SLUNK agaWILMS

tIA-S U

Ealt6.11.LC

Secretary1(Typing)CS-6 03

teemesel Stall

SS*4Spas. (Saes.)

RS

Isrotesel Stan.Spat. (Ws.)

SS-0 U

I **UMe lopossa DrawlLNA WO Walser114 am

I.

Clerk-Typtek01-4 SS

Persomel Clk.Ordeal)

1Foreman Stott.pat. (Reas.)

0S-9 SS

I

Assistant add amiss'TSA-4 Vista V

Isks4Stote telltsi Service

Suppesiees 40 S 11

Gnaw Clarke! - 4 12

Crates Cork SS - 4 UCoast Clerk SI 4 U

tempt Clerk Ot . 4 UComber Clerk SO 4 UCakes Clerk SS - 4 UCarter Clock II 4 U

I.-

**enlist). heammlstalls. SperielistGS-1I RS

Poroomel Seattle. Spec.CS-0- Soselot Iodise

Agitates' ate' armies'tIA-10

Formosa nettles Spec.0S-11- Regular Sedge' Scotties Clerk CS-) U

"'roomed Clerk OS-) Utersomel Statics Spae.CS-9 IC tersamet Clark Cs.) VS

Stetting maiiteat GS-4 tC

43

Adam. Clerk CS-4 IS

Clock typtec 0S-4 RA

Clerk Tiptoe (Vim) 03-4 U

Clerk Typigt (Vat) GS-4 U

tPile Clark CS-) RI

ORGANIZATIONas of

DECEMBER, 1973

OFFICER PROMOTIONS BRANCH

Assistantto the

DirectorTSA-6 IA

Q3IBIT XI

PersonnelStaffingSpecialistGS-12 RB

11..1=111

84

Secretary(Stenographer)GS-8 RB

ORGANIZATION PERSONNEL SUPPORT BRANCH Ex parr XIas of

DECEMBER, 1973

PER::,ONNEL STAFP1W

I

Personnel Staffing)Specialist

GS-12 Indirect Core!

Supervisory PersonnelManagement SpecialistGS-13 Regular Budget

POSITION CLASSIFICATIOr

i

1

Staffing AssistaI:1 GS-6 Izpact t.:,- L G.:-!, Xr....euler Budt :

,

85.

Position Class. Spec.GS-12 Regular Budget

Position Class. Spec.GS-12 Regular Budgetl--"

Position Class. Spec.GS-11 Regular Budget

Position Class. Spec.GS-11 Regular Budget

Position Class. Spec.GS-11 Impact Aid

Position Class. Spec.GS-11 Impact Aid

Position Class. Spec.GS-11 Impact Aid

.-

Class. Class. Clk. Class. Clk. Class. Clk.Assistant (Typing) (Typing) (Typing)GS-6 RB GS-4 RS GS-4 RB GS-4 IA

a

I

ORGANIZATIONas of

DECEMBER, 1973

SAFETY MANAGEMENT BRANCH

EXHIBIT BI

Safety ManagerGS-018/13Regular Budget

Ass't SafetyManager GS-11Regular Budget I

CompensationSpecialist GS-6Regular Budget

877

[--

SecretaryGS-OSRegular Budget

REvisrm ORGANIZATIONAS OF

MAT. 1914DIVISION OF PERSONNEL

DEPUTYSOPERINTEINOLVY

ASSIS TANTsupERINTL7DEAT

EXHIRir KIL

BUREAU OF 1R/RFAU OPIILIREAZ OP REREAD or TEACHER SALARYa4PLOTEE TEACHER AM ADNINI STRAY lowRELATIO NS RECRU / Tra; HT OFFICER

PERSONNELAralcLAssuricATTERI

uommEN"sCOMPENSATIONBRANCH

EMPLOTEERELATIONSoRmicH

SuESTITUTETEACHERAssicILNENISBRANCH

ELEMENTARY

ASSIONENISsfueocH

ADMINISTRATIVEAssumENTBRANCH

SECONDAsyAssIC:.NENTsBRANCH

I

SALARYADHEIstsTRATIoN

BRANCH

RECCIAR TEMPORARY TEMPORARY REM LARELENuTART ELEMENTART SEcomsay SECJNDARYTEACHER TEAcHER. TEACHER rEAChERASsicmNEIT AssICRNEKT AssiCtoRENT I AssIcwiENTSECTION SECTION SECTION SECTION

88

14,,.AREAL OFCLAsSLFPERSONNEL

iscREAu OFSTAFFDEVELopHEREFORCLASSIFIEDExpLOTERs

IAIREAu OFADVJ NI sTRATIvESERVICES

OPERATION FOOD CLASSIFIEDclASsIFECA7I0H

BRANCH

ANDpartrEENA.NCE

SERVICESPERSONNEL

RECORDRETLVTION

PERSONNEL BRANCH BRANCHIHANcs

CLERICAL EDUCATIONAL CERTIFIEDAla . A LIES AHD RECORDSCHOOL VOLUNTEERS RETENITONPERSONNEL BRANCH BRANCEBRANCH

DIVISION OF FINANCIAL PLANNINGAND BUDGET PREPARATION

In order to provide for the orderly servicing of all sources

of funding in the school system as well as provide a staff for

long-range monetary planning, it is necessary to separate the

operational functions from the planning functions.

In order to provide these fiscal planning services, some

functions previously identified in the Division of Budget are being

reassigned to the Division of Financial Planning and Budget Prepara-

tion.

The responsibilities of the Division of Financial Planning and

Budget Preparation are defined as:

. Meets with the Deputy Superintendent of Schools to

discuss operational planning and procedures of the

school system and budget preparation

. Confers with the Deputy Super:-..tendent on major

financial matters

. Schedules conferences with Regional Superintendent

on budget matters

. Conducts long-range financial planning for the Board

of Education and for dist:.nct components under the

Board of Education

89

Coordinates the implementation of Program

Budgeting and other financial plans

Conducts in-service seminars related to financial

planning and budget preparation

. Develops procedures and formulas for use in

budget preparation

Prepares the annual tentative and final line-item

school budgets, together with necessary supporting

schedules

Coordinates the preparation of line items in the

school budget for federal- and grant-funded programs

Maintains the planning budget files to reflect

changes which occur throughout the year

. Continues the basic developmental work required for

a Program Budgeting System

. Prepares comparative and statistical financial

otudies to assist in developing legislative proposals

and short- and long-range educational and facilities

plans

90

. Develops models to aasist in decisions concerning

the allocation of funds to programs and to better

forecast financial needs and revenues

. Prepares an annual program budget booklet and

supporting data for the regular budget

. Prepares all supporting documente for budgetary

submission to legislative bodies

. Confers with the Deputy Superintendent on major

financial policies

. Coordinates with Deputy Superintendent on budget

preparation

. Distributes formal instructions, guidelines, and

forms to schools, and regional and central offices,

requesting input data for use in budget preparation

. Meets with division heads and their staffs concerning

the school budget

. Meets on a regular basis, as part of the Deputy

Superintendent's staff

. Prepares the annual budget of the school system in

accordance with the requirements of the District of

Columbia Government

91

. Develops and prepares the Annual Operating

Budget in accordance with an established

criteria of the Program, Planning, Budgeting

System for the Public Schools

. Prepares the various budgetary presentations

which must be made by the Superintendent to

the legislative bodies and the general public

. Coordinates with the Division of Control on

all fiscal matters and reports

. Disseminates fund allocations based upon

various formulas to the school units, regional

offices, and central offices

In order to carry out these responsibilities, the Division

of Financial Planning and Budget Preparation would consist of the

bureaus and sections as detailed in Exi- XtII.

ORGANIZATION AS OF DIVISION OF FINANCIAL PLANNING EXHIBIT XIIIMAY, 1974 AND BUDGET PREPARATION

DEPUTYSUPERINTENDENT

ASSISTANT SUPERINTENDENT(DIRECTOR)

BUREAU OFPLANNING AND

--]

BUDGET PREPARATION

1 FUNDED PROGRAMSAND

SPECIAL GRANTBUDGET PREPARATION

BUREAU OFDOCUMENT ANDLEGISLATIVECOMPILATIONS

REGULAR BUDGETAND

LONG RANGEPLANNING

DIVISION OF CONTROL

As previously stated, the need exists, as stressed throughout

the recommendations of the various studies, for greater fiscal

control and financial integrity.

In order to bring into being a viable unit to deal with the

vast task of properly forecasting fund needs and controlling fund

expenditures in all areas and at all levels of expenditures, the

Division of Control is to be crested, headed by a Controller. The

responsibilities of this office are being defined as follower

. Performs general accounting functions for the

District of Columbia Public Schools

. Provides for payroll functions in the school

system

. Audits the school system's accounts

. Establishes procedures for the reimbursement of

expended school funds from federal and local

sgencies

. Maintains financial controls over the expenditures

of the school system's funds to insure that budget

expenditure limits are not exceeded

94

. Coordinates all transfers of funds in the

school budget

. Files necessary financial reports with the

District of Columbia Board of Education, the

General Superintendent, the Deputy Superintendent,

and central office and field staff

. Prepares estimates of review for the school

budget

. Provides payment service to all school system

vendors and contractors

. Participates in total budget preparation

. Prepares the divisional budget

. Confers with other divisional administrators on

operational procedures

. Assigns division Staff to standing and special

policy committees

. Provides written directives, with the approval of

the Deputy Superintendent as required in

coordinating financial policy

95

. Performs audit reports on field non-appropriated

accounts

. Provides annual audit reports to `field units on

school internal accounts

Prepares monthly financial report of expenditures

for submission to the Board of Education

Provides monthly report of the status of accounts

distributed to central office and field units

. Submits monthly report of schools audited to the

Super ntendent, which. is also included in monthly

)finanial reports

Prepares financial- statements and other materials

for presentation to the Board of Education, staff,

the legislature, and other groups and individuals

Analyzes actual expenditures to provide better

information for estimatiug future coats

. Holds meetings with all field personnel as needed

Meets with central office and regional staff

. Distributes division's reports to all units

96

. Prepares all special and regular financial

analyses end reports as required

. Supervises and audits all requests for reiniburse-

ments as well as collections

. Establishes and maintains controls over all

school funds as well as assuming responsibility

for the Annual Audit Reports for ell schools within

the system

. Is accountable for all financial accounting

responsibilities of the school system

. Maintains and processes the various account

records and prepares the necessary reports and

statements in accordance with the various laws and

regulations and requirements of the District of

Columbia Government

Supervises the preparation of monthly and periodical

journal entries for charges to accounts as required

. Works with staff in the resolution of all financial

accounting problems

. Assumes responsibility for all periodic and regular

interval audits

97

. Assumes responsibility for those activities

and functions necesaary for the processing of

payrolls in cooperation with the Central

Payroll Division of the District of Columbia

Government

. Assumes responsibility for payroll matters

relative to all employees of the school system

Assumes responsibility for all reports and

other payroll processes necessary to insure the

most efficient payroll system

. Works with all divisions and offices of the

school system in the establishment of budgetary

controls and spending plans

. Prepares the necessary annual reports

. Maintains, updates, and repotts the number of

full-time equivalent positions and salaries

authorized by the budget control unit for each

budget activity and federal project

98

. Approves or rejects all personnel authorization forme

based on the availability or lack of availability,

respectively, of authorized positions and dollars

within the specific budget activities and projects

. Reconciles the numbers of positions and annual

salaries on the report of filled positions and salaries

with the payroll files maintained by the City

. Notifies the payroll accounting units and the

appropriate activity managers of those instances when

individuals are being charged to budget codes in excess

of authorized positions and/or funds

. Furnishes Regional Superintendents with periodic

reports of position control in the regions

. Reports, in comparison to current authorizations, the

current status of filled positions and salaries of

incumbents, and vacant positions and available salary

funds for each budget activity and federal project

In order to carry out these responsibilities, the Division of

Control would consist of the bureaus and sections as detailed in

Exhibit XIV.

99

ORGANIZATION ASOF MAY. 1974 DIVISION OF CONTROL

DEPUTY SUPERINTENDENT --I

CONTROLLED.

BUREAU OFACCOUNTING

-__-[ RECONCILIATION

GENERALACCOUNTINGBRANCH

REQUISITIONACCOUNTINGBRANCH

ACCOUNTSPAYABLEBRANCH

BUREAU OF BUDGET

ADMINISTRATIONAND POSITIONCONTROL

BUDGETADMINISTRA-

TION

BRANCH

POSITIONCONTROLBRANCH

BUREAU OF FUNDEDPROGRAMSACCOUNTING

ACCOUNTINGBRANCH

AUDITBRANCH

_I CLAIMS AND NON-RESIDENTTUITIONBRANCH

I

OPERATIONSBRANCH

100

BUREAU OFPAYROLLS

TEACHERPAYROLLBRANCH

-1

CLASSIFIEDEMPLOYEESPAYROLLBRANCH

1 VOLUNTARYDEDUCTIONS

AND

LEAVE BRANCH

EXHIBIT XIV

BUREAU OFAUDITS

FIELD AUDITBRANCH

LUNMOORAUDITBRANCH'

INTERNALAUDITBRANCH

PAYROLLAUDITBRANCH

DIVISION OP STATE ADMINISTRATION

Because of the uniqueness of the status of the city of the

District of Columbia, in its relationship to the federal govern-

ment, it becomes apparent that there are certain functions

implied or delegated which causes the City and its agencies to

act as a State Agency.

There exists a need within the administrative structure to

provide for the systematic administration of these functions.

This need must be met through the establishment of this unit

which will take responsibility for administration of all federally

funded program, including agricultural funded programs, monitoring

the in-place programs; submitting required documents to the

funding agencies; and coordination of proposal development, sub-

mission and the seeking of funds from any and all funding sources.

In addition to the need for pulling in all funded programs

under a central administrative unit, as as providing for the

independence of the certific......ir. process, Basically the responsi-

bilities of this unit will be

. Serves as the officia.: 1-1e-lson with special

funding agencies

. Identifies sources of fund' for all proposals

developed by schools and administrative units

101

. Provides technical assistance to all units

in the development of proposals

Provides guidelines to units implementing

proposals that have been approved by funding

agencies

Conducts on-going program audits to ensure that

programs approved for funding are implemented in

accordance with the proposal as developed, with

funding agency guidelines, and with the rules of

the Board of Education

. Provides financial management services to ensure

that funds are appropriately and efficiently

expended in compliance with the proposal as

approved, and with legislative and funding agency

directives

Provides administrative services to ensure timely

and appropriate implementation of programs by field

units

. Provides appropriate services to assist funded

programs and to meet funding agency requirements

Prepares budgets for funded programs

102

. Works with appropriate staff in the dissemina-

tion of evaluation data and information

concerning funded programs

. Establishes standards for the issuance of all

certificates

. Evaluates credentials for the purpose of

certification

. Establishes procedures for obtaining certificates

. Issues annual circulars of information, listing

rules and requirementi for obtaining certificates

. Establishes criteria for professional license

. Determines status of all non-resident students

. Determines basis for assessing tuition for non-

resident students

The Division of State Administration will be established in

the Office of the Superintendent.

103

ORGANIZATION AS

OF MAY 1974

DIVISION OP STATE ADMINISTRATION EXHIBIT XV

DEPUTYSUPERINTENDENT

ASSOCIATESUPERINTENDENT

BOARD OFEXAMINERS

1

BUREAU OPPROGRAMAUDIT ANDPROPOSALDEVELOPMENT

PROGRAM AUDITBRANCH

PROPOSALDEVELOP-MENT ANDREVIEWBRANCH

BUREAU OFELEMENTARYAND SECOND-Fr ACTPROGRAMS

ESEA

TITLE IBRANCH

ESEATITLE IIIBRANCH

ESEATITLE IIBRANCH

ESEATITLE VBRANCH

ESEATITLE VIIBRANCH

ESEA

TITLE IV

BRANCH

ESEATITLE VIBRANCH

104

ESEATITLE VIIIBRANCH

BUREAU OFSUPPLEMEN-TARY EDU-CATIONPROGRAMS

HEAD STARTPROGRAMSBRANCH

SPECIALEDUCATIONPROGRAMSBRANCH

--[

FOLLOW THROUGHPROGRAMS BRANCH

AGRICULTURALACT PROGRAMS

BRANCH

1-1

EMERGENCY SCHOOLASSISTANCE ACT

PROGRAMS BRANCH

---1RESPONSE TO

EDUCATIONAL NEEDSPROGRAM BRANCH

=EAU OFAUXILIARYPROGRAMSAND EXTER-NAL GRANTS

Lb/

IMPACT AIDAND NON-RESIDENTTUITION

BRANCH

0EATITLE IIBRANCH

FOUNDATIONGRANTSBRANCH

EDUCATIONALPROFESSIONALDEVELOPMENTACT PROGRAMS

BRANCH

---1VOCATIONAL A=

ADULT EDUCATIONPROGRAMS BRANCH

DIVISION OP SECURITY AND SAFETY

The Superintendent's 120-Day Report indicates that the short-

and long-range goals of the school security program as being geared

to:

. Improve the methods of preventing crime in the

District of Columbia Public School System so

that the incidence of crime will be reduced

. Enrich and expand the program with more community

involvement in the resolution of security-related

problems

. Provide remedial and supportive prevention

services which will have impact upon those

students who either have or may become involved

in criminal and socially a'.. .:ant acts in the

learning environment

. Provide additional :ceurity for students, employees,

and legit.:_ace visi:ors 1..::-2o1 facilities

under the jurisdictf.: (.;. Board of

Education and at athletic coao.....:a, p::QW:AMS,

meetings and other events ---lsored by the District

of Columbia Public Schools

105

. Encourage more in-depth community involvement in

the development and implementation of security-

related projects and programs by establishing a

viable Security Committee in each school which will

include in its memborahip thr4e representatives

from the student body, three teachers, one

administrator, three community representatives,

and the school community aide

Improve the communication among school periwnnel,

law enforcement authorities, community leaders, and

other District and Federal government agencies

regarding security matters by scheduling regular

meetings with representatives from each liaison

area to discuss problems of mutual concern and ways

to alleviate them

. Provide alternatives to the arrest of marginal

juvenile offenders by counseling of the youths

one referral to service agencies by the investigator-

counselors or Para - professional personnel

106

. Establish a communications syatem that will

aid in quicker responses to requests for

security services by establishing a base station,

using tvo-vey mobile communication trucks, hiring

ten additional night patrolmen, tvo shift super-

visors and one supervisor to provide closer

security surveillance of school property during the

hours the schools and offices are unoccupied

Based on the identified goals, the responsibilities of this

office are as follows:

. To develop, in cooperation with Regional Superin-

tendents, principals, and heads of divisions

security plans for approval by the Deputy

Superintendent

. To develop, in cooperation with the Staff Develop-

ment Office, in-service training programs for

regional personnel, principals, teachers and

custodial staff

. 7o develop, in cooperation with the. Staff Develop-

ment Office, in-service training programs for

security personnel

107

. To work closely with building principals in

coordinating security programs

. To provide reports, ea necessary

. To make recommendations, in cooperation with

Regional Superintendents, Principals, and

heads of divisions to the Deputy Superintendent

for Management concerning the purchase of

security equipment appropriate to the needs of

the schools

. To protect staff and pupils in the schools

. To protect the school property

. To advise the Superintendent, through the Deputy

Superintendent for Management, on all security

matters

. To provide security for meetings and school

activities as required

To implement emergency action as necessary

. To counsel students with respect to security

matters

108

. To maintain liaison with the Police Department,

as required

. To plan and establiah en in-aervIce program

for students

. To provide mobility for security aides

. Operate a night surveillance crew responsible

for the security of unoccupied buildings

In addition to responsibilities of personnel security, the

responsibilities related to school safety are being joined with

those of personnel securly as a part of Chia division.

The identified safety responsibilities are:

. Perform occupational aafety and health audits in

all Board of Education-operated facilities

. Investigate all reports of vehicular accidents

. Review and analyze all job-incurred injuriea

. Counsel and advise employees regarding

rehabilitation and job rights

109

. Conduct meetings with various staff levels as

needed to provide background information on

the functions and services being rendered by

the Safety Administration Section

. Conduct safety awareness training sessions for

staff at all levels

. Design and distribute safety policy and

procedures as deemed necessary

. Develop and approve emergency evacuation plans

for all Board of Education facilities to assure

that they are in compliance with the Fire

Prevention Bureau's regulations

. Analyze all pupil injury reports for the school

system

. Perform follow-up inspections to the Industrial

Safety Board's inspections of District of

Columbia Public School facilities

. Participate in system-wide committees on safety

The organizational structure to implement the security and

safety goals in set forth in Exhibit XVI.

110

L---

1k.Typiat CS-5 I.A.lk.Typist CS-4 I.A.

ORGANIZATION SECURITY OFFICE EXHIBIT XVIas of

DECEMBER, 1973

DIRECTORCS-13 I.A.

Assistant Director (2)CS-12

Investigators (11)CS-7 I.A. (2)CS-9 I.A. (9)

Community Aide CoordinatorGS-11 I.A.

EEA Community Aides (32)GS-4

Community Aides (85)GS-4 Regular Budget

ORGANIZATION AS OFHAT, 197A

I

1

BUREAU OFSAFETY ADMINISTRATION

I

DIVISION OF SECURITY AND SAFETY

71EPUTY

:5UPatINTENDENT

DIRECTOR

EXHIBIT XvI -A

BUREAU OFSECURITY

AomINUTRATION

PHYSICAL PLANT EQuIPMENT CONNUNITT SECURITY

INSPECTION INSPECTION SCHOOL OPERATIONS

BRANCH BRANCH SERVICE BRANCHBRANCH

112

BUREAU OpLABOR RELATIONS

It is proposed that Labor Relations be separated from

Employee-Employer Relations as indicated in the statement on

Employee-Employer Relations.

Since contract negotiations covers the full range of concerns

in the system, it is felt that this function should be related

directly to the Superintendent/Vice Superintendent, as opposed to

an in-between reporting agent.

The recommendation is that the position of Special Assistant

or Executive Assistant for Labor Relations be established in the

Office of the Superintendent/Vice Superintendent, with support

Staff as shown in Exhibit XVII.

The major responsibilities of the position would be as

follows:

. Overall responsibility for the negotiations and

management advisory functions in the area of

labor relations

. Serve as Chief Negotiator and spokesman for the

Board of Education in meetings, conferences and

bargaining sessions with organizations

representing various employee groups of the

District of Columbia Public Schools

113

. To develop the Board of Education's position

on all demands submitted by employee organizations

submitted both during negotiations and during the

year

. Administer and interpret all agreements that are

negotiated with employer organizations. Provide

advice, assistance and implementing instructions

on negotiated agreements to school officers and

supervisors

. Conduct workshops for school officers and super-.

visors on negotiated. agreements and other aspects

of labor-management relations

. Review proposals to be submitted to the Superintendent

or the Board of Education from various school

offices to insure that such proposals are not in

conflict with any negotiated agreements or employer-

employee principles

. Research of precedents, trends, practices, laws,

regulations, decisions, contractual agreements;

development of statistics; preparation of reports

and analyses of factual data

114

. Represents the Board of Education and the

General Superintendent of Schools in collective

negotiations with recognised employee groups,

and implements, in conjunction with appropriate

staff, the collective negotiations Agreements

which are in effect with employee groups

. Assists in the administration of the grievance

procedures

. Assists in the resolution of all employee relations

problems

. Acts as the Superintendent's representative in

final steps of grievance and arbitration procedures

. Assists the General Superintendent of Schools in the

discharge of selected administrative activities

PROPOSED ORGANIZATIONAS OF MAY, 1974

BUREAU OF LABOR RELATIONS EXHIBIT XvII

SUPERINTENDENT

VICE SUPERINTENDENT

SPECIAL ASSISTANTFOR

LABOR RELATIONS

RESEARCH CLERICALSECTION SUPPORT

SECTION

DIVISION 07 OPERATION SERVICES

The need to bring together those functions which concern

themselves with the day-to-day operational aspects of the school

system dictate the creation of a replacement division for the

former Division of Buildings and Grounds and Division of Logistical

Support.

The supporting organisational structure of the Division of

Operational Services is shown in Exhibit XVIII with the responsibi-

lities of the division beings

Directs all custodial, heating, and grounds

operations

. Plans a comprehensive grounds and buildings

maintenance program

. Insures that facilities are kept in good repair

Develops and operates a routine maintenance

program and a preventative maintenance program

Develops landscape projects for facilities

. Works cooperatively with the Safety Section in

the development of safe practices and training

sessions for safety purposes

117

. Reviews engineering reporta and makea

recommendations to the Division of Facilitiea

Planning

. Provides for diapoaal of trash

. Providea for peat control

. Provides for landscaping of grounda

. Reaearches and develops materials and methods

pertaining to the maintenance of physical facilities

. Eatablishea and maintains a centrally located repair

facility

. Providea repair services that will minimize

disruption to the educational program

. Providea routine maintenance of equtpincnt on a

scheduled basis

. Establishes and oaintains contact with the authorized

service agencies to assure service for major repairs

. Participates in in-service training aeminars provided

by manufacturers

118

Works cooperatively with the Division of

Facilities Planning in evaluating new equipment

based on repair experiences

. Works cooperatively with the educational staff

in standardizing equipment to lower repair costs

Maintains inventories of repair parts and

servicing equipment

. Provides for procurement of educational supplies

and equipment

. Prepares specifications and determines items to

be purchased

Works cooperatively with the Staff Development

Office in conducting workshops for office staff

. Prepares procedures and circulates Annual

Requisitions instructions necessary for procurement

of instructional materials and equipment

. Works cooperatively with the Division of Data

Processing to establish automated systems for

purchesing and inventory needs

119

. Administers and monitors the warehousing and

distribution of materials and equipment

. Maintains proper inventories of instructional

materials and equipment

. Evaluates new equipment and recommends standard-

icing of equipment

Plans and manages the school lunch and bmakfast

programa

. Prepares menus and orders food and supplies

. Stores and distributes foods

. Evaluates foods by conducting laboratory tests

. Provides for training programs for staff in all

offices under the Division of Operations

. Works cooperatively with Regional Superintendents

and the Director of the Division of Facilities

Planning in designing and equipping cafeterias or

dining areas and new facilities

. Works cooperatively with the Controller in all

matters involving the acquisition and use of funds

and in accounting for them

120

Administers and monitors the school bus program

. Provides transportation services for handicapped

children

. Provides transportation for athletic teams,

cultural enrichment and for other special programs

. Establishes bus routes for regularly scheduled

services

Assigns and monitors the use of vehicles owned by

the school system

. Registers and licenses vehicles

. Provides for training for drivers as required by the

District of Columbia Codes

. Works cooperatively with the Staff Director of the

Safety Section in providing safety training and safe

practices procedures

. Evaluates drivers on a regular basis

. Takes appropriate action in relation to accident

records and other traffic violations

121

. Operates, equips, and staffs vehicle repair

facilities

. Maintains service records of vehicles for periodic

scheduling of preventive maintenalue

. Makes mechanical vehicle repairs as required

. Maintains an inventory of parts and equipment needed

for repairs of vehicles

. Makes recommendations for replacement of vehicles

. Determines need and requisition of equipment and

vehicles

. Provides for the distribution of food as required

122

ORGANIZATIONAS OF

MAY. 1974

r

DIVISION OFOPERATION SERVICES

DEPUTYSUPER IN= %WENT

I

ASSISTANTSUPERINTENDENT

BUREAU OFFOOD SERVICESOPERATION.:

,---1FOOD SERVICESADMINISTRATIONBRANCH

FOOD SERVICESOPERATIONSBRANCH

BUREAU OFTRANSPORTATIONAND E.REHOUS INC

181,R.EAU OFPURCHASES

riThANspoR.TAT IC*1SERVICESBRANCH

PUPILTRANSPORTATIONSWAVICESSECTION

_1

SUPPLY ANDEQUIPMENTDISTRIBUTIONSECTION

di_1FOOD SERVICES

DISTRIIIITtLON

SECTION

1

WAREHOUSING

BRANCH

FOOD SERVICESOPERATIONSSECTION

dSIMPLY ANDEQUIPMENTOPERATIONSSECTION

123

]

EXHIBIT XVI L I

BUREAU OPPLANT ANDMAINTENANCEOPERATIONS

P I . A NT

OPERATION'SBRANCH

LiFOOD SERVICESBRANCH

1

HTEXTBOOKBRANCH

_IINSTRUCT IOW.MAT MIMSBRANCH

MAINTENANCEAND CUSTODIALEUTERI ALSBRANCH

dEQU IPMENTBRANCH

GENERALREHABILITATIONAND REPAIRBRANCH

FIELDINSPECTIONBRANCH

BUREAU OP OFFICE SERVICES

There is a need for a combined Office Services Unit to

support the many clerical needs that ara presently scattered through-

out the building.

Presently, specialized functions that are needed for many

divisions cannot be performed due to the limited amoung of funds for

specialized equipment. Yet some specialized equipment that has been

secured by single divisions sits idle for long periods.

Additionally, because of fragmentation and proliferation of

equipment throughout the building, excess costs are being paid for

duplicate reproduction facilities -- an example being the amount paid

for xerox machines.

There are needs in the following areas:

micro-filming

. printing and publications

. microfiche

. word processing

. xeroxing

. duplicating

. inventory recordscontrol

. expanded mail service

. photographicreproductions

The central office is a high volume prOducer of printed

information which must be circulated to the field or fowarded to

funding agencies. This creates an inequity of work during peak output

periods, causing an inefficient use of staff and perhaps excess staff

time in individual sessions.

124

To establish an organization to meet the clerical needs of the

central administration and the Board of Education, equipment and

personnel now scattered throughout the central office that is

marginally used would be gathered under a single auspices, thus

expanding the capacity of the present unit.

The unit would become responsible for the overall clerical

support needs of the central staff, including final preparation of

proposals, voluminous reports, curriculum guide reproduction, budget

production and distribution.

To assure efficiency of the operation, production requests

would be managed and scheduled in order to assure delivery of a

product in order to meet time requirements.

Due to the close relationship of produced materials and

distribution, an expanded mail service will be part of the overall

Office Services Operation. The organizational structure is detailed

in Exhibit XIX.

125

ORGANIZATION AS OFMAY 1974

MAIL REPRODUCTIONDISTRIBUTION : SERVICE

SECT ION SECTION

BUREAU OF OFFICE SERVICES EXHIBIT XIX

DEPUTYSUPERINTENDENT

EXECUTIVE ASSISTANTFOR OPERATIONS

TRANSCRIPTION I

SERVICESSECTION

126

[ OFFICE DESIGNSPACE MANAGE-MENT AND TELE-

1 PHONE SERVICESECTION

RECORDS EQUIPMENT.MANAGEMENT

1

I INVENTORY i

SECTION f RECORDS i

iI

SECTION

! I

i L

DIVISION OF FACILITIES PLANNING

There has been demonstrated a continuing need for short- and

long-range planning in the Capital Outlay area, as well as the need

to produce accurate demographic data for the District of Columbia

so that adequate planning takes place in order to assure providing

adequate facilities.

Aside from the need to provide a facility, facilities have to

be provided on the basis of planned educational use. In order to

bring about the marriage of educational program planning, hardware

to be used, buildings to be provided, and all of the related needs

to put the planned educational program into operation, a Division of

Facilities Planning is to be organized, partially from new funds

requested in the FY 1975 budget and drawing appropriate staff from

the former Division of Buildings and Grounds.

The new division will be structured as shown in Exhibit XX.

The responsibilities of the Division of Facilities Planning

are:

. Evaluates and researches on a continuing basis

the basic facilities requirements of the District

of Columbia

. Develops detailed area studies which provide

the basis for short- and long-range facilities

planning

127

. Works with the Regional Superintendents to

establish and adjust school attendance boundaries

. Coordinates with and interprets the recommendations

for short- and long-range facilities programs from

the Department of Planning of the District of

Columbia Government and other related units

. Coordinates long-range, middle-range, and short-

range facilities plans with plans developed in the

Division of Research, Planning and Evaluation to

insure that facilities are available to implement

educational programs

. Coordinates the development of educational specifica-

tions to meet the educational needs of each local

community in the city

. Provides furniture and equipment specifications for

new building facilities and others when required

. Establishes procedures for the development of site

specifications, selection, and purchase

. Evaluates the effectiveness of facilities planning

activities for the schools

128

. Provides up-to-date computerized facilities

inventory reports

. Develops demographic data and information pertinent

to enrollment projects

. Assists in the selection of architects,

architectural supervision, and construction

supervision

. Evaluates facilities sites recommendations of the

Regional Superintendents for consistency with long-

range plans; based on this evaluation, recommends

facility sites

. Provides professional assistance to staff members

in developing new facilities programs

Participates in the development of the budget

. Meets with and provides information to appropriate

District of Columbia agencies

. Meets with regional staff and their community

representatives

129

. Meets with local committees for discussion of

facilities, attendance areas, needed relocations,

and finance

Provides administrative and technical services

to other divisions

. Provides facilities planning information to the

Board of Education

. Attends community meetings to discuss matters

related to facilities and boundaries

. Disseminates reports on basic facilities require-

ments, detailed area studies, school attendance

boundaries, and demographic data to school staff and

the public

. Meets with the Department of General Services

Administration of the District of Columbia to

coordinate architectural and construction supervision

. Prepares furniture and equipment specifications for

submission to building contractor

130

. Determines, in cooperation with the Division

of Planning, Research and Evaluation, the

long-range facilities needs

. Translates educational goals into facility

programs

. Communicates with the community with respect

to planning sci,00ls and related facilities

. Ensures skilled site-evaluation

. Coordinates activities required for site

acquisition

. Prepares analyses and recommendations for the

selection of architects

. Directs programmatic reviews of architectural

drawings and specifications

. Coordinates and monitors the activity of the

architect through the various design phases in

planning a project

. Provides the architect with technical assistance

in developing plans and specifications for

school projects

131

. Coordinates and monitors the construction phase

of the'project

. Periodically inspects buildings to ensure

compliance with plans and specifications

. Evaluates completed projects in cooperation with

the Department of General Services Administration

of the District of Columbia Government

. Provides technical reviews of architectural

submittals

Conducts the final inspection of each completed

facility before acceptance

. Serves as liaison to agencies as required

. Ensures that design and construction is in

compliance with local codes

132

IIPAPOSED OBCANIZATIO11

DIVISION OF FACILITIES PLANS INC

DEWEYSUPERINTENDENT

1--ASSISTANTsuriatiNTENotuT

1

EXHIBIT Ex

mum OFFACILITIESPLANNING

EDUCATIONALTECHNOLOGY11=1101MANCH

ANCETTECT0BALDESIGN BRANCH

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rAcurrizsATIDN Me DESIGN

STANDARDIZATION SECTIONSIMON

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IMPAZWIIILFLAMINGCOOrthiliNATION1

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NORM OF SCHOOLFACILITIES ANDPOPULATION STUDIES

1

URBANDENDGRAPHICSTUDIES BRANCH

SCHOOLPOPULATIONSTUDIESMANCH

SCHOOL

BOUNDARY

DEVELOPMENTIBRANCH

SITE =Err IONAND SPECIFICATIONSBRANCH

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-----1---CONSTRUCTIONmoNITOR 1 NcBRANCH

BUREAU OFARc HITFC Tow.AND MI NEER IN&sate ICES

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1SPECIFICATIONSDEVELOP NT

BRANCH

THE FACILITIES PLANNING PROCESS

The basic assumption upon which the development of the

facilities planning process proceeds is that the effective

planning, completion, and evaluation of educational facilities

by the District of Columbia Public Schools must be based upon

identified requirements of educational and technical staff and

the meeting of these specified requirements within the resulting

facility.

The development of a facilities planning process must

create the framework within which effective educational facilities

are designed, constructed and put into use. The major functions

of the facilities planning process are:

to provide procedures through which the

elements of an educational program for a

particular situation are communicated to

the facilities planning division for

determination of the technical implications

of accommodating 8 planned program

. to provide the procedures through which

educational staff delineates the educational

program to be accommodated in a facility

134

. to provide the procedures for interaction for

the purpose of evaluation of proposed

educational programs and related facility

designs by educational research and facilities

planning staff

. to provide the procedures through which

technical analysis of the physical properties

can be evaluated to accommodate the described

educational programs

. to provide the procedure for transmittal of

accumulated city demographic data; school

population studies information; and up-to-date

facilities design and equipment standards

As a result of the functions performed by the facilities

planning process

. new facilities will be built to azcorodate

anticipated educational programs

buildings will be designed, constructed and

rehabilitated based upon requirements for

proposed educational programs

135

. the short-range goals of the school system

can be met while simultaneously advancing

toward accomplishing the school system's long -

range goals

To implement the facilities planning process

. an educational component will be established

within the Office of Educational Programs and

Services

. a facilities planning division will be

established in the Office of Management Services

. staff will be designated within the Office of

Planning, Research and Evaluation

The facilities planning process relies on the systematic inter-

acti'm of all of the above components and

. depends upon the development, presentation, and

response by appropriate participants within the

process in relation to the information required

for completion of a particular project

136

In order to carry out these responsibilities, the

educational component is required to provide an Educational

Program Outline which consists of an expltnation of the details

of the educational program for which a new facility is to be

developed.

The Division of Facilities Planning would review the

educational specifications and detail the physical implications

for accommodating the proposed educational program in a new or

redesigned facility.

The staff of the Office of Planning, Research and Evaluation

will

. interact with educational staff and Facilities

Planning Staff at each step of the planning

process

. participate in the decisions of the facilities

plaaoing process to insure c,aCability with

the educational goals of the school system

. participate in revisions of the decisions of the

facilities planning process as determined by the

results of the joint assessments of proposed and

planned facilities

137

REGIONREGION

COIGN

OFFICE OF .

EDUCATIONALPROGRAMS ANDSERVICES

111

EXHIBIT XXI.

THE EDUCATIONALFACILITIES PLANNINGPROCESS

EGIONOFFICE OFPLANNINGRESEARCH ANO

VALUATION

EDUCATIONALPROGRAM.L ANN ING.D"UCATIONAL

FACILITIES PLANNINGPROCESS

(VISION OPFACILITIPLANNING

,

OFFICE OFMANAGEMENSERVICES A

FINANciAPLANNING

111"OUCATIONALSUPPORTSERVICES

SCHEMATIC DIAGRAM OF THE NECESSARY

INTERACTION BETWEEN COMPONENTS OF

THE SCHOOL SYSTEM

138

PART VI

IIIPLEKENTATION AND CONCLUSION

139

- .

IMPLEMENTATION - CONCLUSION

The implementation of the reorganisation of Management

Services is intended to streamline the total support structure

for the efficient' delivery of services to the entire school

system.

The reorganization structure presented as part of this

package defines the basic organizational structures needed in

each area from which services emanate.

In order to become an effective and viable unit, additional

work and planning is needed to further delineate to the lowest

level, position responsibilities and specific staffing needs for

each division, bureau, branch and section.

The implementation of this organizational structure is

meant to cut the red tape and reduce reaction time; provide service

where none presently exists; eliminate manual operations which can

be automated; and provide for system growth in the area of providing

pertinent data base and basis for decision making.

Movement into the organizational structure as outlined must

occur in phases.

Phase I will consist of physical realigning of existing staff.

Phase II and subsequent phases will provide for job reclassification

and personnel retraining to assume new identified responsibilities,

140

as well as the transfer of notv..management pervonnel performing

management functions in operating divisions.

It is expected that one immediate result of physical re-

organization will mean the elimination of excess positions in

some areas, and creation or transfer of those positions to other

divisions where personnel, based on background, can be retrained

to assume different functions. Additionally, massive reclassifica-

tion of existing positions which are improperly classified will

be reviewed and retitled.

The major areas of immediate personnel additions are for the

Division of Data Processing and Systeme Design and the Division

of Control. Both of these divisions have need of specialized

personnel which may not be available in positions that will no

longer be needed as the system moves to modernization and auto-

mation.

All of the reports cited -- the Passow Report, the Nelsen

Committee Report, the Price-Waterhouse Report, the Management

Review Report -- identified areas of deficiency in the managerial

operation of the school system and made sweeping recommendations

for reorganization as listed within the body of this submission.

The comprehensive assessment that has been undertaken by

the Deputy Superintendent of Management Services has resulted in

141

the preparation of this realignment and reorganization for the

management offices in order to provide for an effective and

efficient management operation.

However, as it is well known, available Board of Education

resources are not presently sufficient to bring about swift

implementation of the ultimate goals set forth here. For this

reason, in addition to reprioritizing some internal resources,

the resources of outside business and civic organizations are

needed to assist in the implementation of a revised management

operation.

Specifically, a need exists for the application of expertise

in:

. the design of data systems and procedures

. the area of automation of warehousing and

purchasing processes

. the automation of the financial monitoring

and report preparations

. the design and implementation of a personnel/

payroll accounting system

. development of operating procedures for the

Divisions of Budget, Finance, Personnel and

all management-related departments

142

. development of Job descriptions and work -floe

procedure*

. evaluating, recommending and assisting the

Deputy to put into place the initial operation

of the new procedures

. assisting in staff evaluation and helping to

conduct searches for new permanent staff as

required by the revised organizational structure

A prolonged study with the issuance of the report is not

required. The need is more for a study-implementation type of

assistance. For this reason, the Deputy Superintendent envisions

that manpower with technical skills in the area of accounting,

systems analysis, systems design, and managerial planning as

being the key personnel needed to assist in putting the District

of Columbia Schools management operation on a sound and modern

footing, pending addition of permanent staff to maintain on an

on-going basis developments in these areas.

The needs can be generalized in terms of the feeling of a

vast obligation to bring the District of Columbia Public Schools

to a modern operating level, utilizing the latest techniques

available. It is the feeling of the Deputy Superintendent that

143

the key to tho updating and improvement of management lies in

the improved use and the development of expanded computer

technology and technical know-how within the managerial offices

of the school system.

144